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Mentoring science teachers: examples of in-class scientific support

Explore the training session in March 2012 focusing on mentoring science teachers to enhance classroom scientific support. Addressing challenges such as lack of training or material, the program aims to boost teacher confidence and student interest in science. With activities like planning, material support, and scientific tutoring, the initiative bridges the gap between academia and schools to make science accessible to all.

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Mentoring science teachers: examples of in-class scientific support

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  1. Fibonacci European training session March 2012 Mentoring science teachers: examples of in-class scientific support

  2. Starting point: teachers needs • WHY DON’T YOU DO SCIENCE? • « Science is too difficult, for specialists » (83% don’t have scientific background) • « The curriculum is too dense, it’s discouraging » • Not trained enough (or at all) • Don’t know what to do • Don’t have the material • Sometimes we need help

  3. Planning of scientificactivities

  4. Support organisation Training • Kick off meeting in September (1 day) • Training session in November (2 days) • Assessment meeting in May (1 day) Material support • Material boxes with learning units

  5. Teachers support • Pedagogical support • By peers (18 teachers in 2008-2009) • By trainers • Coordination team… • Scientifictutoring

  6. Scientifictutoring Scientific partners (universities, Ingeneering schools) put their skills at teachers’ disposal • Objectives • Create links between scientific community and schools • Show that science is accessible to everyone • Help teachers to set up scientific activities in their classes • Make teachers more confident • Generate vocations for scientific careers

  7. Whatrole? Work with the teachers, not instead of them. • Help teachers prepare science lessons • Scientific contents • New ideas • Help teachers during science lessons • Management of groups during experiments • Answer to pupils questions • Setting up of scientific approach • Scientific « Expert » • Link between schools and the resource center • Comments on learning units and material based on their experience in classes • Participation in the rewriting of learning units

  8. In Saint-Etienne • Who? • studentsfrom the Ecole Polytechnique on civil duty • phDstudentsfrom the Ecole des mines • ingeneerstudentsfrom the Ecole des mines • Scientificstudentsfrom the University of Saint-Etienne

  9. Organisation • For phD students • 1 referent student per school • Each student do between 15 and 40 interventions per year • For students of the Ecole polytechnique • 4 days a week in schools • From November to April • For University or engineering school students • by pair • 6 to 8 sessions in the same class

  10. Training for tutors • Polytechnique and phDstudents • 2 days training session on scientific culture, primaryschool organisation and IBSE • ½ day of practicalactivity • Tutoringduringtheir first class visits • Several meetings to sharetheir practice • University or engineering schoolstudents • ½ training session on primaryschool organisation and IBSE • Practicalactivities to help themdesigning the sequence • Tutoringduringtheir first class visits • Weeklyfollow up

  11. Contents of the training session • IBSE • Role • Risks • Taking the teacher’s place • Giving all the answers • Showing that science is inaccessible, for experts • Knowing everything and never doubt • Become indispensable for the teacher

  12. How set up scientific support by students • Administrative context (UE, ECTS, volunteer…) • What format (how many time, training…) • How choose classes (relation with local educational authorities) • How inform teachers (meeting, training, nothing…) • Follow up (who can be the trainer and tutor of tutors) • Evaluation (no, oral presentation, report…) • Material issue (close to a resource center, money…) • Transport issue (if schools are rural for example)

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